Olivia Lile
Secondary Education
English Language Arts/History
Classroom Environment
2a Creating an Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behavior
2e Organizing Physical Space
Artifact One
2a Creating an Environment of Respect and Rapport
While teaching History I did my action research on co-constructive assessment. Within the class, upon implimenting this strategy, I began to notice my students not only take ownership of their assignments, but they felt as though they were being treated with respect. I integrated their thoughts into their assessments, keeping notice of where students struggled and what items they deemed unfair. Of course, I had the final say on the assessments, but I wanted the students to feel as if they were a part of their education. After several instances of including co-construction, the students had more motivation in the classroom and I was experiencing less time being devoted to classroom management.
With this rubric, I had created one version. The students were to write a paper on muckraking and there were certain perameter the students had to meet. The criteria was shown to the students, using the first ten minutes of class to evaluate whether the criteria was agreeable by both students and teacher. The students agreed with most of the rubric, only believing that the conventions section may be too limited. I then allowed for the students to have a few mistakes without being marked down on the assignment.
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Artifact Two
2d Managing Student Behavior
This artifact is a copy of what I had given to my students. In my classroom I allow for the students to have their phones, even listen to music. I agree that the students should be working with technology and using the resources available to them to grow and develop their skill set. With that being said, the students know that I believe that there is a specific time that their phones should be put away: when I am talking in the front of the room, a peer is talking, during discussion, and during tests. Most other times, the students are allowed to have their phones. My lead teacher and I had agreed to suspending the student privilage due to inappropriate use of their cell phones.
This particular instance follows a solid two week time period where the students were not following the policy they had agreed to at the beginning of the summer. Therefore, the students had to earn back the privilage of using their phones in class. This helped the students realize that it is a privilage,not a right.
Artifact Three
2e Organizing Physical Space
I have made many classroom maps while learning how to become an educator. I have learned that there are specific arangements for a classroom that each have a different dynamic for the students. I have moved desks, created seating charts and moving students when necessary.
In our English classroom we have the desks in a horseshoe shape. We believe this allows for the collaboration that is necessary when working in groups and asking each other questions. The arragment allows for the students to work together, but also allows for the teacher to move freely between all of the students, keeping proximity to everyone. The communicable structure is essential for the students to grapple with the material and enhance the student inquiry, as they are close to one another as resources. The grouping allows for an encouraging and supportive classroom environment that challenges students with a multitude of perspectives, as I am mindful of who the students are surrounded by.